The Oxford Handbook of International Studies Pedagogy (Oxford Handbooks)

The Oxford Handbook of International Studies Pedagogy brings together world class scholars to describe and analyze a wide array of pedagogical approaches and developments in International Studies. It reflects the extraordinary creativity visible in the ways instructors in International Studies interact, engage, and struggle with the students in their classrooms. The first section of the volume exposes readers to different worldviews, teaching worlds, and methods that enable a more diverse set of considerations when thinking about the international. Chapters in this section demonstrate a set of pedagogical practices that can allow non-western perspectives to emerge and to be valued. This maintains import beyond simply enabling broader literatures, contexts, and experiences to enrich the study of the international-it also is a critical component of adopting a set of humanizing pedagogies where care, inclusion, and compassion are modelled. At the heart of some of the contributions is a recognition that being more thoughtful and engaging of our students in constructing the learning environment is fundamental to enabling a broader set of worldviews and teaching worlds to emerge. The second section of the volume focuses on teaching and learning inside and outside the classroom. The chapters in this section fundamentally talk about strategies, and particular experiences that people have had, and how they relate those experiences either to their own positions or how they have understood them to be effective. While the chapters tend to focus on practice, it is also apparent how contributors embed their work in a set of values around equity, diversity, inclusion, and reconciliation. Ultimately, accepting the way we teach matters, and this volume seeks to empower those teaching international studies to engage their students and prepare them to understand and work within a complicated and challenging international system. Cover The Oxford Handbook of International Studies Pedagogy Copyright Contents Acknowledgments About the Volume Editors List of Contributors Introduction Section One: Worldviews and Teaching Worlds 1. Pedagogies for Cultural Change: From Multimodal Learning to Building Theory in International Relations 2. Educating for Social Change 3. Feminist Practices in the (COVID-​19) Classroom: Reimagining Power, Care, and Inclusivity 4. A Pedagogy of Erasure: International Relations and Indigenous Peoples 5. Decolonizing the IR Classroom: The Indian Case 6. Teaching International Studies through Folklore and Fairy Tales 7. Teaching Theory as a Transformative Praxis in International Studies 8. When Conflict Is (Not) Elsewhere: The Dissonances of Teaching IR in Northern Ireland 9. Queer Pedagogies: Insights for the International Studies Classroom from an International Perspective 10. Teaching Environmental Crises 11. How to Teach International Studies through the Arts: Tools and Perspectives beyond James Bond 12. Pedagogies of Creativity: Attending Seriously to Student Agency in Learning and Teaching Section Two: Teaching and Learning Inside and Outside the Classroom 13. How Does Learning Space Structure International Studies Programs? 14. Integrating Intercultural Competence into International Studies 15. International Relations: Complexity, Creativity, and the Citizen Scholar 16. Beyond Traditional Study Abroad: Alternative International Experiences for Undergraduates 17. Experiential Learning: Challenges and Opportunities 18. Integrating Community-​Based Experiential Learning (CBEL) into Educational Design in International Studies: Addressing Old Challenges and Creating New Opportunities after COVID-​19 19. International Studies, Large Classes, and the Politics of Education 20. Concretizing International Studies Pedagogy for Undergraduate Students: The Promise of a Capstone Course 21. Learning to Solve Problems: The Happenstance Pedagogue Connecting Theory to Practice 22. International Studies in Action: A Guide to Using Simulations in Political Science 23. Teaching Methods 24. Online Teaching 25. Social Media and the International Studies Classroom 26. Faculty Reflections on Students as Partners 27. Expelling the Myth of the Average Student by Integrating Inclusive Learning Environments into International Studies Classrooms Index "This volume brings together world class scholars to explore International Studies pedagogy. The first section of the volume focuses on worldviews and teaching worlds. The contributions within this section offer an exposure to different worldviews and methods that enable a more diverse set of considerations when thinking about the international. Chapters in this section demonstrate a set of pedagogical practices that can allow non-western perspectives to emerge and to be valued. This maintains import beyond simply enabling broader literatures, contexts, and experiences to enrich the study of the international, it also is a critical component of adopting a set of humanizing pedagogies where care, inclusion, and compassion are modeled. At the heart of some of the contributions is a recognition that being more thoughtful and engaging of our students in constructing the learning environment is fundamental to enabling a broader set of worldviews and teaching worlds to emerge. The second section of the volume focuses on teaching and learning inside and outside the classroom. The chapters in this section fundamentally talk about strategies, and particular experiences that people have had, and how they relate those experiences either to their own their own positions or how they've understood them to be effective. And while the chapters tend to focus on practice it is also apparent how contributors embed their work in a set of values around equity, diversity, inclusion, and reconciliation. Ultimately, accepting the way we teach matters, this volume seeks to empower those teaching international studies to engage their students and prepare them to understand and work within a complicated and challenging international system"--